This lesson is designed to introduce the polar ice caps and tundra biomes to GCSE level students. It starts by looking at the distribution of these biomes, then looks at the climate, the flora and the fauna that are found there. The presentation then gets students to think about the structure of the soil in the tundra and about the problems people might have when the soil is constantly freezing and thawing. There are some maps, graphs, diagrams and images that could form the basis for further work.

The ideal pack to get you started on Cold Environments This set of worksheets and notes would be an ideal starting point for teaching this topic. It contains detailed information about the topic, some questions that might be asked of students and, in some cases, some relevant images, tables of data etc. These are the raw materials that get converted into the sets of slides that I sell on TES Resources. The topics are: Introduction to Cold Environments Plants in Cold Environments People in Cold Environments (Siberia) - 2 lessons The Value of Wilderness Managing the Wilderness (Antartica)

This assessment matches up with the unit Landscapes of Vietnam which I wrote for KS3 students rather than have them study China or India like everyone else. I had a Vietnamese lodger staying with me at the time whose mother sent many useful maps and bits of information. The questions are about knowledge of places, climate, delta formation, the monsoon and its impacts and development issues on the Mekong Delta. The lesson slides are available separately on this site.

KS3 BMI (Key Stage 3 But More Interesting) is a new series in Pocket Point Resources based on the material that I wrote for a textbook that Hodder Education was going to publish until the government moved the curriculum goalposts in 2011. This lesson gets a nine-lesson unit called Migration and Identity started. Students are encouraged to think about their own perceptions of migration and the physical and mental baggage that people carry around as they travel from place to place, often against their will. There's a personal migration journey mapping exercise as part of this lesson.

This resource is the first lesson in a unit on Brazil that I am reworking for the department. There is a series of images to consider and an activity that involves looking data up in an atlas and watching an engaging video. The tasks are linked with Geog.2 (Goldfish Edition).

This presentation explores the reasons why there is a large Greek community in North London. Specifically, it looks at how the goods and services provided in the area have changed to reflect the large number of people who have moved there from Greece in the recent past. It includes a number of different tasks and activities including some general questions on cultural influence. Students are also asked to practice describing patterns of distribution as shown on a map.

This is a different way to approach the topic of migration. The lesson presents students with several sources of information about the ‘Ten Pound Poms’ who left the UK for Australia in the 1950s. Students are challenged to devise a piece of drama that shows that they (i) understand what migration is; (ii) understand what push and pull factors are (iii) can apply their understanding to the example of UK citizens who left for Australia in the 1950s and (iv) appreciate the role that propoganda played in persuading people to leave the UK for Australia.

This is a test of map skills, best suited to KS3. It includes questions on map symbols, grid references, measuring distances, giving directions and following routes. To use it you will need a 1:50 000 map of Ipswich.

This is a mock examination paper which I wrote to assess a unit on Geographical Skills. We taught the unit as part of the new GCSE AQA 9-1Geography course. The bundle consists of the paper itself, a resource sheet and a detailed mark scheme. It is based on some census data from two wards in the suburbs of Ipswich.

This resource was created for a one-hour revision session I had with the entire year group that was sitting Preparation for Working Life that same afternoon. This syllabus still runs until June 2019 so there are a couple more opportunities to sit the examination. There are examples of questions from all the different sections of the paper here and the answers are provided for the shorter questions.

This is an assessment for Year Eight students, though any KS3 student could probably attempt it. It consists of a question paper, a mark scheme and a resource sheet. The questions are about terminology, features of the upper course, formation of a waterfall, a meander in cross-section, water pollution and water treatment.

This Scheme of Work was written as the Geography department's contribution to the Combined Humanities course that the school saw fit to run at the time. The themes imposed on us were Difference, Movement, Authority, Rights and Environment which, for us, gave the topics Brazil, Settlement, Map Studies, Football and the Leisure Industry and Water Supply. There are ideas here for over sixty lessons, some spelled out in more detail than others. All lessons have stated aims, resources, activities, outcomes and possible homework.

This is a small collection of presentations that was originally designed to support the teaching of the A2 Plate Tectonics unit for the AQA course. It covers revising the structure of the earth from a GCSE-level understanding, detailed notes about different types of plate boundaries and types of volcanic activity. It includes work on Hawaii as an example of a hot spot and introduces some minor extrusive volcanic features.

This straightforward multiple choice test is designed to check pupils knowledge and understanding of the Key Stage Two Geography National Curriculum. It can be used at the end of Year 6 and/or the start of Year 7. There are five sections, each of ten questions: Knowledge of Europe, Knowledge of the UK, Latitude and Longitude, Human and Physical Geography and Working with Maps. Pupils simply shade in the box that matches the correct answer on the sheet provided. The teacher can then place the answer grid directly over the pupil’s answer sheet - this needs copying onto an acetate - and all the incorrect answers are instantly revealed so each pupil’s paper can be marked in a matter of seconds.